"Developing Creative Thinking with Intentional Teaching Practices in Academic Subjects for Early Childhood Classrooms"

Author

Rebecca Appleby, St. Catherine University

Date of Award

12-2021

Document Type

Action Research Project

Degree Name

Master of Arts in Education

Department

Education, Montessori

First Advisor

Jennifer Johnson

Department/School

Montessori Early Childhood

Abstract

This action research was conducted in an early childhood Montessori Primary classroom using intentional teaching practices with core curriculum materials to engage students in creative thinking. In the form of questions or suggestions, an open-ended inquiry was given to the ten participants, aged three to six years old, as they worked with Montessori materials in academic areas, including science, math, and language. The research utilized mixed methods of collection in the forms of quantitative and qualitative data and demonstrated successful intervention with a steady increase in work times of the students. A longitudinal study would contribute to this theory and provide further information regarding the increase of student understanding through creative thinking endeavors. This study provided evidence that intentional teaching practices can engage children in creative thinking, problem-solving, and collaborative learning while extending working times with materials, which contribute to a deeper level of comprehension of the direct curricular aims.

Recommended Citation

Appleby, Rebecca. (2021). "Developing Creative Thinking with Intentional Teaching Practices in Academic Subjects for Early Childhood Classrooms". Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/437